Learning by exploration: Thinking aloud while exploring an information system

The aim of the current research is to examine the ability of people to learn a computer system by exploration and to asses the efficacy of a user interface with properties that are supposed to support exploration. The study described in this paper used the think-aloud method to obtain detailed information about the goals of the user and their realization during the initial learning phase. The focus here will be on discussing the role of thinking aloud and reflection during performing complex cognitive activities. In one condition of the experiment described here an interface was used with exploration-supportive properties. In the other condition these properties were removed from the interface. Subjects (university students) solved a number of (e-mail) tasks with these interfaces, without training, and had to think aloud during the first half. After solving the tasks a knowledge test about the interface was presented. The results on the three kinds of measures (think aloud measures, task performance and performance on the knowledge test) broadly were in favor of exploration-supportive interface. In the discussion attention is paid to the positive influence of thinking aloud, probably occurring because subjects were encouraged to use the available information on screen in the exploration-supportive condition. The consequences and potential disadvantages of display-based, exploratory learning in relation to planning are also discussed.